2nd Grade Social Studies Curriculum Map

Unit Topic
Essential Standard
Concept / Strand
Essential Questions
I can statements / Essential Information / Resource Ideas
Clues to the past
2.H.1
Change, Patterns, and Leadership / History
What contributions have famous historical figures made to the community, state, nation, and the world?
I can explain contributions made from historical figures in the community, state, nation, and world.
How can photographs and interviews produce various interpretations?
I can explain how photographs and interviews produce various interpretations.
What is a primary? What is a secondary source?
I can sort the difference between a primary and a secondary source. / The student will know:
  • Detailing important events that have occurred can be identified by using a timeline.
  • How events are organized on a timeline to understand recent, past, present and past.
  • How to use various genres to find contributions of historical figures, such as Abraham Lincoln, Martin Luther King, Jr., Michael Jordan, Thurgood Marshall, Thomas Jefferson, Sacagawea, Daniel Boone, Frederick Douglas, etc. and how they influenced history in communities, state, nation and world.
  • Different genres such as history books, biographies, autobiographies, etc. are used to find out information about historical figures.
  • How to identify and compare characteristics indicative to a particular time period when viewing media such as photographs, pictures, interviews, etc.
  • Why it is important to compare interpretation.
  • The difference between a primary and a secondary source.
The student will be able to:
  • Make a timeline detailing important events in his/her life (e.g., birth, first day of school, etc.).
  • Make a timeline detailing important events from the lives of famous people such as Rosa Parks, Pocahontas, George Washington, etc.
  • Demonstrate chronological thinking by distinguishing among years, decades, etc. using a timeline to provide historical information showing sequencing of events.
  • To use historical information, artifacts and documents acquired from a variety of sources to investigate the past.
/ Reading A to Z: Amelia Earhart – a legend in flight (Level Q)
Reading A to Z: Famous First Ladies (Level Q)
Reading A to Z: Sonmi Joins the Supreme Court (Level P)
Reading A to Z: Salt in his Shoes (Jordan and Jordan)
The Children's Book of Heroesby William J. Bennett
Henry’s Freedom Box (Levine)
The Story of Ruby Bridges (Coles)
Activity:
Have students sort between primary and secondary source.
Make a timeline detailing important events in your life.
Have students bring in a primary source that details events in their life.
Weblinks:

Mapping Matters
2.G.1
Location and Physical Attributes / Geography
How do symbols, legends, and cardinal directions help us to interpret maps?
I can explain how symbols, legends, and cardinal directions help to interpret maps.
What is the difference between physical and human features on a map?
I can explain the difference between physical and human features on a map. / The student will know:
  • How to use map elements, such as title, compass rose, legend/key, date and author to interpret a map.
  • Why we use geographic tools such as maps, legends, keys, symbols, cardinal directions, and compass rose, etc.
  • The purpose and use of a variety of maps and atlases.
  • How to interpret symbols such as a character, letter, or similar graphic representation used on a map.
  • How to find the location of physical features (e.g., continents, oceans, etc.) and human features (e.g., cities, railroads, highways, etc.) on a map.
  • How to interpret map symbols to find locations of physical and human features on map.
  • Human features versus physical features.
The student will be able to do:
  • Use map symbols to represent streets, roads, buildings, etc.
  • Use map symbols to represent streets, roads, buildings, etc.
/ Maps and Mapping (Block)
Where Do I Live (Chesanow)
My Map Book (Fanelli)
Me on the Map (Sweeney)
We Need Directions (De Capua)
The Environment and Me
2.G.2
Human Environment Interaction and Natural Resources / Geography
What are ways in which people depend on the physical environment and natural resources to meet basic needs?
I can explain different ways in which people depend on the physical environment and natural resources to meet basic needs.
How do people positively and negatively affect the environment?
I can explain how people positively and negatively affect the environment. / The student will know:
  • The definition of natural resources.
For example: tree, rainwater, air, etc.
  • The various ways in which people use the environment to meet their needs.
  • What it means to litter, recycle, and conserve.
  • Ways in which people impact the environment both positively and negatively.
/ Reading A to Z: The Three R Plan (Level Q)
Reduce, Reuse, Recycle Series (Fix)
Recycle: A Handbook for Kids (Gibbons)
The Three R’s: Reuse, Reduce, Re-cycle (Roca)
A Clean Sky: The Global Warming Story (Friend)
Oil Spill (Berger)
The Lorax by Dr. Seuss
The Wump World by Bill Pete
Spend, Save, and Share
2.E.1
Supply and Demand, Producer and Consumer / Economics
How do businesses meet the needs and wants of consumers?
I can tell how businesses meet the needs and wants of consumers.
What impact do producers and consumers have on the economy?
I can explain the impact producers and consumers have on the economy.
What is the concept of supply and demand?
I can explain the concept of supply and demand.
Why do people and countries trade for goods and services?
I can explain why people and countries trade for goods and services.
How money is used for saving, spending, borrowing, and giving?
I can explain how money is used for saving, spending, borrowing, and giving.
How do financial institutions help with savings?
I can explain how financial institutions help with savings. / The student will know:
  • What a want is versus a need.
  • How to define a market economy.
  • How to identify businesses in the local community.
  • A market economy answers the questions of what gets produced, how it is produced, and who receives it, and how it meets the needs and wants of consumers.
For example: Clothes produced in factories meet consumers needs/wants, grocery stores supply food products because consumers need them.
  • Economics is the process of making decisions about the use of resources to meet the needs and wants of consumers.
  • Businesses incur costs by hiring individuals and earn revenue by selling goods and services.
  • The language of economics such as scarcity, resource, revenue, consumer, producer, etc.
  • The language of economics such as choice, producer and consumer.
  • The distinction between consumer and producer.
  • Examples to show the impact that producers and consumers have on the economy.
  • The price of a good is determined by the cost to produce it and the demand of a product.
  • Economic language of economics such as the concept of supply and demand.
  • What it means to trade or barter.
For example: exchanging one thing for another; how the American Indians traded furs, shells, etc. for items of need.
  • People cannot produce everything that consumers want and depend on trade with others to meet their wants and needs.
  • How to distinguish between barter/trade and money.
  • People can earn money (e.g., income) that can be spent or saved as they choose.
  • Ways money is transferred for goods, the performance of a service, giving, borrowing and saving.
  • Advantages and disadvantages of saving money.
For example: saving money allows you to buy things you need or want; not saving money will limit buying needs and wants which may cause you to go without, borrow, or give.
  • Money can be used in various ways.
  • The role of financial institutions (e.g., banks) and how they assist people (e.g., opening an account, etc.) in saving money.
What a financial institution is such as a bank, etc. / Reading A to Z: We’re In Business (Level R)
The Big Buck Adventure (Tobola)
A Kid’s Guide to Managing Money (Wilt)
Bunny Money (Wells)
People Working (Florian)
Understanding Money (Barkin)
Bananas from Manolo to Margie (Ancona)
Making Up Your Own Mind (Wilt)
Government For The People
2.C & G.1
Governmental Systems / Civics and Governance
What are government services?
I can explain government services.
What do government services do for the community?
I can explain what government services do for the community.
What are the advantages and disadvantages of governmental services?
I can explain the advantages and disadvantages of governmental services.
How do governments establish order, provide security, and create laws?
I can explain how governments establish order, provide security, and create laws. / The student will know:
  • Types of services in the government.
  • Services are commonly provided by the local government.
For example: parks, police, fire protection, schools, libraries
  • Services are valuable to the community.
For example: Policemen protect us and keep us safe, parks provide recreation, and libraries and schools provide education.
  • The purpose and functions of government.
For example: Government leaders work to keep people safe and to keep order.
  • Local governments make, enforce and interpret laws in the local community.
  • Some leaders are part of the government.
  • Government services do cost tax payer money and sometimes the services are not used correctly.
For example: mayor is the leader of the town or city, city council makes decisions for the community, etc.
I can be a good Citizen
2.C & G.2
Rights and Responsibilities and Citizenship / Civics and Governance
What are the characteristics of good citizenship?
I can explain characteristics of good citizenship.
How have historical figures and everyday citizens demonstrated good citizenship?
I can give examples of historical figures that have demonstrated good citizenship.
How can citizens participate in their community?
I can give examples of how citizens can participate in their community.
Why is it important for citizens to participate in their community?
I can explain why it is important for citizens to participate in their community.
Calling all Cultures
2.C.1
Culture and Diversity / Culture
How do different cultures artistically express themselves?
I can give examples of how different cultures artistically express themselves.
How do artistic expressions of different cultures contribute to the community?
I can explain how artistic expressions contribute positively to the community.
How have key historical figures and events helped to shape cultural traditions?
I can explain how important historical figures and events have helped shape cultural traditions.
What types of skills are needed to respectfully interact and communicate with diverse groups?
I can give examples of skills needed to interact and communicate with diverse groups. / The student will know:
  • How stories, art, music, food, etc. have shaped the culture of communities.
  • Language, art, stories, technology, music, etc. serve as cultural expressions.
  • Some key historical figures and events from different cultural traditions.
  • The meaning of respect.
  • How to interact and communicate with others.